Clearly define, through consultation with staff and students, which features of the on-line environment you would like to exploit;
will students need to upload pictures and sound? Do they control access to their e-portfolio space? Is confidentiality assured? Confidentiality is important to the learner especially if they are recording and reflecting on personal experiences. The privacy and security of their e-portfolios needs to be clear and explicit for the learner.

Set out clear guidelines for feedback provision, responsibilities and
support. Users should understand how long feedback will take, who to contact
with technical issues and where help on using the e-portfolio tool can be
accessed.

Engagement by users is higher when those providing feedback are engaged in
the design and planning process, understand the advantages of the e-portfolio
approach, can identify opportunities to use the tool in the curriculum (if
appropriate) and are confident in the use of ICT. Involving these key staff at
an early stage will ensure their ownership of the e-portfolio and its contents
and create the most desirable environment to facilitate feedback provision.

If mentors are involved in the process, particularly common between FE and HE
transitions, are all mentors trained appropriately in providing feedback?

Responsibilities should be clear. Staff
should be aware of their responsibilities.

Depending on the usage of the tool across the institution is there one member
of staff responsible for overseeing implementation and evaluation? Is there a
nominated staff member to deal with technical issues? Do admin staff have a role
to play, particular if the e-portfolio is to support formal assessment? Should
regular meetings be held across departments to discuss progress and
developments?

Feedback providers should make clear to users how they will access any work
e.g. with the user present or remotely and be aware of the timescales in which
they should provide feedback. A contract of expectations should underpin usage.

Training on the e-portfolio should also focus on the learning benefits of
usage and link in with future usage e.g. if an e-portfolio tool is used in
schools, potential users should be made aware that such systems are used in the
majority of universities for learning and teaching purposes.

The links to personal development planning and the workplace should be
exploited. Training should highlight the relationship between recording,
reflection and planning and how e-portfolio usage can encourage this thought
process.

Make sure the content is relevant and has a clear
purpose Relevance is a key factor in engagement.

When deciding to use an e-portfolio individuals have to be able to recognise
the personal value. Does it add value to existing methods and/or relate to their
personal goals or learning objectives?

Support materials should be made freely available both
on paper and online.

Support materials and associated literature should be available via other
on-line areas, institutional intranet or website as well as in paper based
formats. This material should be easy to understand and use appropriate
language. Do not over estimate learner usage or understanding of terms such as
‘RSS feeds’ and ‘Avatars’ etc.

Users should understand how to collate, output and
transfer (if relevant) their e-portfolio contents.

On leaving the institution training or information on how to transfer
e-portfolio contents should be provided.

If e-portfolio usage is compulsory and for assessment purposes the ‘type’ and
‘volume’ of usage displayed will be shaped by the individual’s normal approach
to learning as well as the amount and frequency of feedback.

If the portfolio is assessed but the e-bit is voluntary, this is unlikely to
help with uptake of the e-portfolio.

Voluntary engagement will be affected by how potential users view the
e-portfolio. If they view the process as ‘extra’ work or ‘time consuming’
engagement will be affected. Voluntary usage will be shaped by individual
learning needs and feedback. Users will pick and choose which sections, subjects
etc. they complete.